LIVED EXPERIENCES OF TEACHERS’ TEACHING LEARNERS WITH MILD ATTENTION DEFICIT HYPERACTIVITY DISORDER IN INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA: AN INTERPRETIVE PHENOMENOLOGICAL STUDY

Autores/as

  • Alice Kabwe School of Education, University of Zambia, Zambia
  • Kalisto Kalimaposo School of Education, University of Zambia, Zambia
  • Humphrey Chinyemba Kandimba Zambia Institute of Special Education, Zambia
  • Joseph Mandyata School of Education, University of Zambia, Zambia
  • Sarah Bwalya Zambia Institute of Special Education, Zambia
  • Mildred Kalunga Technical & Vocational Teachers College, Zambia

DOI:

https://doi.org/10.46827/ejse.v12i5.6813

Palabras clave:

Attention Deficit Hyperactivity Disorder, inclusive education, teacher understanding, support strategies

Resumen

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by inattention, hyperactivity, and impulsivity, leading to functional impairment. This study explored teachers’ lived experiences of teaching learners with mild ADHD in inclusive primary schools of Lusaka, Zambia, drawing from their direct interactions with these learners. A descriptive qualitative design was employed. The sample comprised 25 participants, including 18 class teachers, three school administrators, and four Ministry of Education (MoE) officials. Homogeneous purposive sampling was used to select class teachers and school administrators, while expert purposive sampling was applied to select all MoE officials responsible for special education in the district. Data were collected using in-depth interview guides, focus group discussion guides, and observation checklists. Thematic analysis was used to analyse data for this study. The study revealed both positive and negative experiences. Positive experiences included learners being creative, inventive, curious, imaginative, innovative, interested in hands-on activities, and demonstrating leadership skills. Negative experiences included distractibility, hyperactivity, impulsivity, difficulty concentrating, disruption of lessons, increased teaching time, and inattentiveness. Teachers employed various support strategies, such as catch-up strategies, social and emotional support strategies, professional development strategies, and reinforcement strategies. The study recommends upgrading teachers’ understanding and instructional strategies through pre-service teacher training and continuous professional development (CPD) in schools.

Biografía del autor/a

  • Alice Kabwe, School of Education, University of Zambia, Zambia

    Dr. Alice Kabwe holds a Doctor of Philosophy in Special Education Degree Programme from the University of Zambia, a Master of Education in Special Education and a Bachelor of Education in Special Education with Religious Education from the University of Zambia. She is a teacher in Special Education and Religious Education at Woodlands ‘A’ Secondary School, and her interests are in special education, inclusive education practices, and guidance and counselling.

  • Kalisto Kalimaposo, School of Education, University of Zambia, Zambia

    Dr. Kalisto Kalimaposo is currently Senior Lecturer, Researcher and Consultant in the Department of Educational Psychology, Sociology and Special Education, School of Education, University of Zambia. He has published quite extensively in sociological studies in education in local and international journals. His research interests are equity studies in education, transformative learning, teacher education, curriculum innovation, primary education, sociology of disability and sociology of education.

  • Humphrey Chinyemba Kandimba, Zambia Institute of Special Education, Zambia

    Dr. Humphrey Chinyemba Kandimba is currently a Senior Lecturer, Researcher and Consultant at Zambia Institute of Special Education (ZAMISE) in Lusaka, Zambia. He has researched and published several articles in the field of Special and Inclusive Education, Disability Studies, Guidance and Counselling in local and international journals. He holds a Doctor of Philosophy (PhD) in Special Education from the University of Zambia. He also holds a Master of Education in Special Education from Kwame Nkrumah University and a Bachelor of Education in Special Education with Mathematics from the University of Zambia. He lectures in Special Education, Inclusive Education, Mathematics (Content and Methodology), and Research Methods at both postgraduate and undergraduate levels. His research interests include: Special Education; Inclusive Education, Partnerships in Education; Guidance and Counselling, Disability, Education and Curriculum Studies.

  • Joseph Mandyata, School of Education, University of Zambia, Zambia

    Dr. Joseph Mandyata is currently a Senior Lecturer and Researcher in the Department of Educational Psychology, Sociology and Special Education, School of Education, University of Zambia. He holds a PhD in Special Education, a Master of Education in Special Education and a Bachelor of Arts with Education Degree from the University of Zambia. He has researched and published several articles in local and international journals in the field of special/inclusive education, guidance and counselling. His research interests are in: Disability, Poverty and Education; Policy Issues on Special/Inclusive Education, Management of Special/Inclusive Education, Partnerships in Inclusive Education and Disability Counselling.

  • Sarah Bwalya, Zambia Institute of Special Education, Zambia

    Ms. Sarah Bwalya is currently Senior Lecturer, Researcher and Consultant at Zambia Institute of Special Education (ZAMISE) in Lusaka, Zambia. She has done several research projects in the field of Special and Inclusive Education in relation to science education. She holds a Master of Chemistry Education from St. Eugen University, a Bachelor of Education in Chemistry and Biology from the University of Zambia. She lectures in Chemistry, Biology (Content and Methodology), and other science courses at both undergraduate and graduate levels. Her research interests include: Special Education; Inclusive Education, Policies on Inclusive Education, Evaluating Resource and Support for Learners with diverse needs, Science Education for Hearing and Visually Impaired learners and Education and Curriculum Studies.

  • Mildred Kalunga, Technical & Vocational Teachers College, Zambia

    Ms. Mildred Kalunga is currently a Special Research Fellow in the Doctor of Philosophy (PhD) in Special Education Degree Programme at the University of Zambia. She holds a Master of Education in Special Education Degree Programme from the University of Zambia, a Master of Education in Education Management and Leadership from SOLUCE, University of Zimbabwe, and a Bachelor of Education in Special Education from the University of Zambia. She is currently a Senior Lecturer in Special Education at Technical and Vocational Teachers College (TVTC), and her interests are in: special education classroom practice, special education curriculum issues and inclusive education practices.

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2026-06-21

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Vol. 12 Núm. 5 (2026)

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